External Examinations and Accountability, Educational Expectations, and High School Graduation
Bibliographic Data
| ID | 11366140 |
|---|---|
| Authors | Kathryn S Schiller (0000-0003-0125-5008, University at Albany, State University of New York, corresponding author), Chandra Muller (0000-0002-2216-7034) |
| Year | 2000 |
| Volume | 108 |
| Issue | 2 |
| Pages | 73-102 |
| Publication date | 2000-02-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0195-6744 • E-ISSN: 1549-6511 |
| Publisher | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/444235 |
| OpenAlex | W2049191420 |
| Language | EN |
| Citations received | 10 |
| References cited | 22 |
Proponents argue that state-mandated assessments of student performance will encourage cooperation between teachers and students leading to greater academic success, while opponents argue they will increase inequality by structurally limiting disadvantaged students' opportunities. Using two national studies conducted in the early 1990s, we find that the relationship of students' likelihood of high school graduation with their background, aspirations, and teachers' expectations varies among states with differing assessment and accountability policies. Linking test performance to consequences for students weakens the relationship between teachers' low expectations and earning a diploma, and greater consequences for schools appears to strengthen the same relationship
Academic achievement · Accountability · Disadvantaged · Graduation (instrument · Inequality · Limiting · Mathematics education · Pedagogy · Political science · Standardized test · Student achievement · Test (biology · Global Educational Reforms and Inequalities · Higher Education Research Studies · Law · Psychology · School Choice and Performance
Examining the Impact of Policy and Practice Interventions on High School Dropout and School Completion Rates
Academic Achievement and Course Taking Among Language Minority Youth in U.S. Schools
A systematic review of the teacher expectation literature over the past 30 years
Accountability Texas-Style
Admisión y selección académica en educación media superior
The Unified State Examination and the Determinants of Academic Achievement
The Unintended, Pernicious Consequences of "Staying the Course" on the United States' No Child Left Behind Policy
The Effect of English Language Learner Reclassification on Student ACT Scores, High School Graduation, and Postsecondary Enrollment
The Path through Math
School motivation and high school dropout
Keeping track
Official Knowledge
The One Best System
Hierarchical linear models
The Minimum Competency Exam Requirement, Teachers' and Students' Expectations and Academic Performance
School Differences in Tracking Structures and Track Assignments
The Politics of Nationalizing Curricular Content
Education Reform Strategies
The Institutional Role of State Education Departments
A Population at Risk
Standards and School Dropouts
National Standards and School Improvement in the 1990s
National Standards and Assessments
State Mandated Testing and Educational Reform
State Education Policies and Changing School Practices
Assessment Policy as Persuasion and Regulation
Evaluation and the Exercise of Authority
The Case against the SAT
A Hierarchical Model for Studying School Effects
Institutionalized Organizations
| Unique citing works | 10 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2006 - 2021 (16) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 10 |